Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (â1)(â1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts

Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then â(p/q) = (âp)/q = p/(âq). Interpret quotients of rational numbers by describing real-world contexts.

Preparing Materials Prior to the Lesson

Use the integer cards template to print one full set of cards. I allow students to play in groups of three to four players per deck. With this many players, you will need two full copies of the card template per deck. I try to use a multipack of brightly colored card stock. I make two copies of the card template per color so that each set of the same color is one full deck and groups are not mixing decks of cards as they play (every deck is a unique color). I also laminated my cards for durability. Again, I utilize anyone I can get my hands to cut cards (family, friends, aids, office staff, parent volunteers, student helpers). I usually store decks of cards in individual zip lock bags. The heavier freezer bags are worth it for storing items students use on a regular basis.

integer cards.pdf

Make One Rummy Card set image.jpg

Bellringer - Warm-up Option

20 minutes

Make One Rummy is a game that you can use as a warm-up activity throughout your solving equations unit. The purpose of using this game is to get students thinking about canceling coefficients by changing their value to one. For example, when solving the equation 3x = 18, you could talk about the value of three unknown numbers added together is 18, so split the 18 three ways. Or, you could discuss finding the value of one unknown by changing the value of 3 to 1 by creating the fraction 3/3 and like wise change the value of the equivalent expression 18 the same way – 18/3. This type of thinking works even better when the example is x/3 and the thinking is to create a numerator of 3 through multiplication so the fraction becomes 3/3 or simply 1.

The game boards include the rules of how many cards to deal, how to pick up a card to begin your turn, lay down zero matches, and then discard to end your turn. Each student should be given a handout with the rules and space to record matches. Each student should also receive a copy of the ratio mat. The handout for ratio mats includes two mats - simply copy and cup apart so each student receives a half sheet of paper. If you are using this game as a bellringer, I would allow at least 20 minutes of class time the first day you begin using this game. Over time, if you continue to use this as a warm-up activity, the students will become faster and 10 minutes may enough playing time.

Make One Rummy.pdf

Ratio Mat for Discarding in Make One Rummy.pdf

Make One Rummy Lesson Narrative.mov

Full Lesson Option

30 minutes

If your students are new to working with integers, then you may choose to use the Make One Rummy game part of an entire lesson. My suggestion would be to have some sort of lesson prior to using the card game. There are many wonderful integer lesson plans in seventh grade, but if your students are new to the common core, they may not have much prior experience with these lessons. You may find yourself needing to create some sort of mini-lesson on integers to teach a gap area as your school transitions into the new common core.

This game can be an engaging and quick portion of your mini-lesson and practice with integers. I collect all game boards at the end of the class period as a formative assessment tool. The rules of the game are on the boards but a quick explanation may be helpful and students should have a good prior knowledge of integers before beginning this game, or else students will be cheating without even realizing they are cheating. The most common form of cheating (and most confusing part for students when solving equations) is creating fractions with opposites such as 3/-3. Students don’t think about a positive divided by a negative is a negative. In solving equations, student repeat this same misconceptions by trying the following -3x/3 = 1x. This game should help to minimize this misconception.